Play and learning platform and connector system

ABSTRACT

The present invention relates to a play and learning platform and, more particularly, to a collection of multi-use cardboard box structures that can be connected to form a variety of play or room configurations that, in conjunction with various content, technology applications and, interactive communities, provide a multi-use play and learning platform for children. Also described is a grommet and connector system for connecting a plurality of play structures with one another.

CROSS-REFERENCE TO RELATED APPLICATIONS

This is a non-provisional application of U.S. Provisional ApplicationNo. 62/201,986, filed on Aug. 6, 2015.

This is ALSO a non-provisional application of U.S. ProvisionalApplication No. 62/347,956, filed on Jun. 9, 2016.

BACKGROUND OF THE INVENTION

(1) Field of Invention

The present invention relates to a personalized play and learningplatform and, more particularly, to a collection of multi-use durablebox structures that can be connected to form a variety of playconfigurations and a corresponding connector system that allows forconnection of the box structures.

(2) Description of Related Art

Cardboard play structures have long been known in the art. By way ofexample, white cardboard castles have been produced that allow a childto construct and color the castle. While operable for their singledesign (e.g., castle design), such existing cardboard play structures donot allow for modular or custom play or room configurations. In otherwords, such existing cardboard play structures are limited to theirsingle design and do not allow a child to easily modify and expand suchplay structures.

Further, such existing cardboard play structures are not accompanied byvarious content, technology applications and, interactive communities.The existing cardboard play structures themselves may include printedpatterns in which a child can color the pattern; however, the contentprovided with existing play structures ends there and does not extendbeyond simple colorable patterns.

Thus, a continuing need exists for a collection of multi-use durable boxstructures that can be easily connected to form a variety ofpersonalized play or room configurations that, in conjunction withvarious content, technology applications and, interactive communities,provide a multi-use play and learning platform for children.

SUMMARY OF INVENTION

The present invention relates to a personalized play and learningplatform and, more particularly, to a collection of multi-use durablebox structures (e.g., made of cardboard panels or extruded plasticpanels, etc.) that can be connected to form a variety of play or roomconfigurations that, in conjunction with various content, technologyapplications and, interactive communities, provide a multi-use play andlearning platform for children.

This ecosystem is designed to focus on a variety of specific learningand developmental skills for young children such as executive function,21^(st) Century and social skills. Further, provided is a continuum ofpersonalized play, stories, games, and learning for different age groupsthat will frequently change according to different themes, seasons,topical news events, characters and time of year. Such material can beprovided as printed material or online or via a software application.These and other features can be specifically customized for children ofvarious age groups and gender, and are designed for use in differentlocations including homes, children's museums, parties, schools, daycare centers and community centers. The invention is modular,personalized, upgradable and can be frequently changed to optimize thefun, learning and interest levels for both the child and parent.

In one aspect, the personalized play and learning platform comprises oneor more box structure components, the box structure components formed tobe connected with one another to form a personalized play box structure.

In yet another aspect, a plurality of grommets are included.

In another aspect, the plurality of grommets are connected with the boxstructure components.

In another aspect, a plurality of connectors are included. Theconnectors are formed to engage with and connect a plurality of grommetswith one another to connect two or more box structure components withone another and form a play box structure.

Additionally, the connectors include a retaining handle having athreaded portion extending therefrom.

Further, the connectors include a threadless portion, such that thethreadless portion resides between the retaining handle and the threadedportion.

In yet another aspect, the box structure components are formed offolding planar materials that can be folded into a substantially flatform.

In another aspect, the box structure components include one or more of asatellite base, a tunnel, or a lid.

Further, the satellite base includes a floor surrounded by four walls,with at least one of the walls having a doorway cut therethough.

In another aspect, a plurality of holes or grommets are positionedthrough the planar material forming the satellite base such that theysurround the doorway.

Further, the tunnel includes a passageway straddled by two openings,wherein the openings include one or more tabs that protrude away fromthe tunnel, the tabs having a plurality of holes or grommets, such thatthe plurality of holes or grommets on the tabs are positioned to alignwith the plurality of holes or grommets that surround the doorway.

In yet another aspect, a set of decorative panels are included. Thedecorative panels having decorative elements such that the set ofdecorative panels collectively forms a theme.

Additionally, each of the decorative panels is formed to have aplurality of holes or grommets that are positioned to align with theplurality of holes or grommets that surround the doorway.

In another aspect, a software application is included. The softwareapplication comprises executable instructions encoded on anon-transitory computer readable medium, such that upon execution of theinstructions, one or more processors performs operations of providingone or more stories as related to a particular theme and box structureconfiguration; and providing instructions on how to connect a pluralityof box structure components to form a personalized play box structurethat is coordinated with the theme, the box structure configuration andparticular areas of learning such as 21^(st) Century skills. Suchstories and instructions and other material can also be provided in hardor paper printed versions as well.

Finally, as can be appreciated by one in the art, the present inventionalso comprises a method for forming and using the play and learningplatform described herein.

BRIEF DESCRIPTION OF THE DRAWINGS

The objects, features and advantages of the present invention will beapparent from the following detailed descriptions of the various aspectsof the invention in conjunction with reference to the followingdrawings, where:

FIG. 1A is an illustration depicting an example of a first box structureaccording to various embodiments of the present invention;

FIG. 1B is an illustration depicting a second box structure as connectedto the first box structure as depicted in FIG. 1A:

FIG. 1C is an illustration depicting a collection of box structures ashaving been assembled into a larger play box structure according tovarious embodiments of the present invention;

FIG. 1D is an illustration of the play box structure as shown in FIG.1C;

FIG. 2A is an illustration of an example lid for forming a box structureaccording to various embodiments of the present invention;

FIG. 2B is an illustration of a satellite base for forming a boxstructure according to various embodiments of the present invention;

FIG. 2C is an illustration depicting the lid as positioned upon thesatellite base according to various embodiments of the presentinvention;

FIG. 2D is an illustration of a tunnel for forming a box structureaccording to various embodiments of the present invention;

FIG. 2E is an illustration depicting the lid according to variousembodiments of the present invention;

FIG. 2F is an illustration depicting the lid according to variousembodiments of the present invention;

FIG. 3 is an illustration of a connector system according to variousembodiments of the present invention;

FIG. 4 is an exploded-view illustration of a grommet according tovarious embodiments of the present invention;

FIG. 5A is a side-view illustration of the grommet according to variousembodiments of the present invention;

FIG. 5B is a front-view illustration of the grommet according to variousembodiments of the present invention;

FIG. 5C is a cross-sectional, side-view illustration of the grommetaccording to various embodiments of the present invention, taken fromline A-A of FIG. 5B;

FIG. 6A is a top-view illustration of an example knob connectoraccording to various embodiments of the present invention;

FIG. 6B is a rear-view illustration of the example knob connectoraccording to various embodiments of the present invention;

FIG. 6C is a right, side-view illustration of the example knob connectoraccording to various embodiments of the present invention;

FIG. 6D is a front-view illustration of the example knob connectoraccording to various embodiments of the present invention;

FIG. 6E is a left, side-view illustration of the example knob connectoraccording to various embodiments of the present invention;

FIG. 6F is a bottom-view illustration of the example knob connectoraccording to various embodiments of the present invention;

FIG. 7 is an illustration depicting the knob connector as beingconnected with two grommets and a corresponding two cardboard layers;

FIG. 8 is an illustration depicting the knob connector as beingconnected with two grommets and three cardboard layers;

FIG. 9A is an exploded-view illustration depicting the knob connector asbeing positioned for connection with three grommets and threecorresponding cardboard layers;

FIG. 9B is an illustration depicting the knob connector as connectedwith the three grommets and three corresponding cardboard layers;

FIG. 9C is a cross-sectional, isometric top-view illustration of theknob connector as connected with the three grommets and threecorresponding cardboard layers as shown in FIG. 9B;

FIG. 9D is a cross-sectional, isometric bottom-view illustration of theknob connector as connected with the three grommets and threecorresponding cardboard layers as shown in FIG. 9B;

FIG. 9E is an illustration depicting a decorative panel according tovarious embodiments of the present invention;

FIG. 9F is an illustration of a box structure, depicting variousdecorative panels as attached with the box structure;

FIG. 9G is an illustration of another side of the box structure asdepicted in FIG. 9F, depicting various decorative panels as attachedwith the box structure;

FIG. 9H is an illustration of a box structure, depicting variousdecorative panels as attached with the box structure;

FIG. 9I is an illustration of another side of the box structure asdepicted in FIG. 9H, depicting various decorative panels as attachedwith the box structure;

FIG. 10 is an illustration depicting a system according to variousembodiments of the present invention; and

FIG. 11 is an illustration depicting a computer program productaccording to various embodiments of the present invention.

DETAILED DESCRIPTION

The present invention relates to a personalized play and learningplatform and, more particularly, to a collection of multi-use durablebox structures that can be connected to form a variety of playconfigurations and a corresponding connector system that allows forconnection of the box structures. The following description is presentedto enable one of ordinary skill in the art to make and use the inventionand to incorporate it in the context of particular applications. Variousmodifications, as well as a variety of uses in different applicationswill be readily apparent to those skilled in the art, and the generalprinciples defined herein may be applied to a wide range of embodiments.Thus, the present invention is not intended to be limited to theembodiments presented, but is to be accorded the widest scope consistentwith the principles and novel features disclosed herein.

In the following detailed description, numerous specific details are setforth in order to provide a more thorough understanding of the presentinvention. However, it will be apparent to one skilled in the art thatthe present invention may be practiced without necessarily being limitedto these specific details. In other instances, well-known structures anddevices are shown in block diagram form, rather than in detail, in orderto avoid obscuring the present invention.

The reader's attention is directed to all papers and documents which arefiled concurrently with this specification and which are open to publicinspection with this specification, and the contents of all such papersand documents are incorporated herein by reference. All the featuresdisclosed in this specification, (including any accompanying claims,abstract, and drawings) may be replaced by alternative features servingthe same, equivalent or similar purpose, unless expressly statedotherwise. Thus, unless expressly stated otherwise, each featuredisclosed is only one example of a generic series of equivalent orsimilar features.

Furthermore, any element in a claim that does not explicitly state“means for” performing a specified function, or “step for” performing aspecific function, is not to be interpreted as a “means” or “step”clause as specified in 35 U.S.C. Section 112, Paragraph 6. Inparticular, the use of “step of” or “act of” in the claims herein is notintended to invoke the provisions of 35 U.S.C. 112, Paragraph 6.

Please note, if used, the labels left, right, front, back, top, bottom,forward, reverse, clockwise and counter clockwise have been used forconvenience purposes only and are not intended to imply any particularfixed direction. Instead, they are used to reflect relative locationsand/or directions between various portions of an object.

As noted above, the present invention is directed to a comprehensiveplay and/or learning ecosystem (platform) that uniquely integrates fourmain components (or any component or combination thereof) that fosterchildren's imaginative and creative play and learning in many novelways. Further, the invention includes all of the necessary components,hardware and/or software as may be required to implement the featuresand functions described herein, including various connectors for formingand connecting the cardboard box structures.

The main components of the play and learning platform are (1) boxstructures and a corresponding connector system, (2) content, (3)technology, and (4) community. The aspects will be described in furtherdetail below.

(1) Box Structures and Corresponding Connector Systems

As shown in FIGS. 1A through 9D, the invention includes box structurecomponents and a corresponding connector system that can be connected toform a variety of play or room configurations. It should be understoodthat the box structure components are any suitable components that canbe selectively assembled to form a variety of play or roomconfigurations. As a non-limiting example and as shown in FIG. 1A, thebox structure components include a satellite base 100, a lid 102, andany other components that can be collectively attached with one anotherto form a box structure. For example, multiple satellite bases 100 canbe connected with one another directly, or via one or more tunnels 104,as shown in FIGS. 1B and 1C. Such modular box structure components aretypically connected together to form a series of cardboard box hubs, bigenough for one or more children to occupy, with interconnectingcardboard tunnels, through which the children can crawl. Thus, onceconnected, a larger play box structure 106 is formed, as shown in FIG.1D.

As noted above and as depicted, the larger play box structure 106 isformed of a plurality of box structure components, such as a satellitebase 100, lid 102, and tunnels 104. Each of the various components areformed of any suitable material that provides for the features andfunctions as described herein. However, desirably, the box structurecomponents are formed of flat-pack, folding, die-cut cardboard pieces(or other planar type materials (e.g., plastic laminate boards)). Theflat-pack, folding, and die-cut aspect of cardboard or similar planarmaterials provides a light weight structure that can be transported andstored easily, while still providing a stable structure for assembly.

To assist in ease of assembly, the various components are connected withone another using a connector system 108. The connector system 108allows a child or user to easily connect and/or disconnect the variousindividual box structure components. Further details regarding theconnector system are provided below.

Referring again to the individual box structure components, it should beunderstood that they can be formed in any desired shape. For example,FIG. 2B illustrates an example of a satellite base 100 having four sidewalls; however, it should be understood that the satellite base 100 andall other box structure components can be formed in any desired shape,additional non-limiting examples of which being formed in a triangularshape, rounded with a bending panel, or hexagonal shape, etc. Thesatellite base 100 serves as a hub to which additional components can beattached. For example, it includes one or more doorways 200 that are cutout to provide an opening or to which other components (such as anothersatellite base 100 or a tunnel 104, etc.) are attached.

Windows or other flaps or cutouts can also be added to the satellitebase 100. In various embodiments, the satellite base 100 includes afloor (as shown) surrounded by a plurality (e.g., three or more) sidewalls. Although not limited thereto, in the example as shown, the flooris surrounded by four side walls. In some embodiments, the satellitebase 100 includes a permanently affixed roof. However, in otherembodiments, the satellite base 100 is roofless, allowing a user toleave it open or attach other components where the roof wouldtraditionally be. For example, the user may decide to build up andattach two satellite bases 100 with one another in a vertical fashion.As another example, should the user desire a roof a lid 102 can beattached with the satellite base 100, resulting in the structure asshown in FIG. 2C. The lid 102 provides structural integrity to thecomponents to which it is attached. The lid 102 can be formed in anydesired shape and adorned with a variety of patterns or cutout shapes orother features as desired. As a non-limiting example and also as shownin FIG. 2C, the lid 102 can include a hingedly connected flap 202. Forexample, three sides of the flap 202 can be cut, leaving one sideoperating as a living hinge to allow a user to selectively raise andlower the flap 202 as a lookout hole. Additional non-limiting examplesof the lid are provided in FIGS. 2E and 2F. As shown in FIG. 2E, the lid102 can be formed with a series of ventilation slits 210 that are cutoutfrom the lid 102 to allow air and light to pass through and enter thecorresponding box structure. As yet another non-limiting example and asshown in FIG. 2F, the lid 102 can be formed to include a translucentpane 212 (e.g., plastic sheet) that can be adhered (e.g., via glue,etc.) to a hole that is cut from the lid 102. Thus, in this example, thetranslucent pane 212 operates as a window in the lid 102.

Further and as shown in FIG. 2D and mentioned above, a tunnel 104 can beincluded to attach between various components, such as between satellitebases 100. The tunnel 104 can be formed in any suitable form or shape toallow a user to easily attach and detach the tunnel from the desiredcomponent. As a non-limiting example, the tunnel 104 is a four sidedtunnel (or five sided, or tubular, or hexagonal, or formed in any otherdesired shape) straddled by an opening 204 on either end, where of theopenings 204 include one or more tabs 206 that protrude away from thetunnel 104. In this example, the tabs 206 include holes or any suitableconnector components, such as grommets 208 (as described in furtherdetail below regarding the connector system) that allow the tabs 206 tobe affixed with satellite bases 100 or any other desired box componentor accessory, etc.

The connector system is any suitable connection mechanism or device thatallows a user to selectively connect the various box components. As anon-limiting example, the connector system could include clips (similarto a binder clip) that can be used to connect the various boxcomponents. As another non-limiting example and as depicted in FIG. 3,the connector system includes one or more grommets 208 and/or a knobconnector 300. The grommets 208 and connectors 300 facilitate thesecure, face-to-face connection of cardboard flaps or panels that formthe modular mating features of a hub (i.e., satellite base), tunnel,lid, or other box components. The grommets 208 are permanently securedinto holes that are pre-punched into the cardboard panels to form adistinct pattern of holes around each aperture (e.g., opening, such as adoorway 200, opening top, or end openings 204 of the tunnel 104) where ajoining can be made between various modular cardboard box components andother items, such as panels or accessories (as described below).

Alternatively, the knob connector 300 is formed in any suitable mannerto allow it to securely connect with the grommets 208. As a non-limitingexample, the knob connector 300 includes a retaining handle 302 having athreaded portion 306 (having screw threads) extended therefrom. Invarious embodiments, a threadless portion 304 resides between theretaining handle 302 and the threaded portion 306. The threadlessportion 304 allows for connection of multiple grommets 208 (or otheritems) as described in further detail below.

Referring again to the grommet 208, the grommet is any suitablemechanism or device that can be affixed with a planar sheet of material(e.g., cardboard) and provide a stable connector to which the knobconnector 300 can be secured. As a non-limiting example and as shown inFIG. 4, the grommet 208 includes a first part 400 that can be connected(via clip tabs 402, etc.) with a second part 404. Further, a threadprotrusion 406 is desirably formed in at least one of the parts 400 and404 to engage with the threads of the knob connector. It should be notedthat in other aspects, the grommets may be formed without such athreaded protrusion 406, or with threads all the way through, or anycombination thereof.

Notably and as shown in FIGS. 5A through 5C, when the first 400 andsecond 404 parts are connected with one another, a channel 500 is formedbetween flanges 502 that extend from parts 400 and 404. The channel 500accommodates the planar material of the cardboard box components and theflanges 502 allow the grommet 208 to be secured into a hole that ispre-punched or cut into the cardboard panels around each aperture. Forexample and as shown in FIGS. 2A through 2D, a plurality of grommets 208can be permanently affixed with each of the box components around eachaperture.

As shown in FIGS. 6A through 6F, with a screw thread on the frontportion (i.e., threaded portion 306) of the connector 300, and not onthe rear (i.e., threadless portion 304), the grommets and connectors 300are designed in such a way that the connector 300 can be screwed througha first grommet to the point that the screw threads no longer engage(i.e., at the threadless portion 304), and the connector 300 is thenloosely retained by that grommet and free to rotate.

In this way and as shown in FIG. 7, after passing through the firstgrommet 700, the connector 300 can then engage with a second grommet702. With the engagement on the screw thread of the second grommet 702,the connector 300 brings the grommets 700 and 702 firmly together withrotation of the connector 300. As illustrated, each grommet 700 and 702is securely affixed with a planar panel 704 of a corresponding boxcomponent. Thus and as illustrated, when two grommets (e.g., the firstgrommet 700 and second grommet 704) are positioned proximate oneanother, the connector 300 can be used to securely affix the grommets700 and 702 with one another and, thereby, affix the corresponding boxcomponents (and other items) with one another. The threaded portion 306(or threadless portion 304) can also be used to connect accessories,such as flags, torches, etc. (as described in further detail below). Itshould be noted that in various embodiments, the connector 300 may notinclude a threadless portion 304 and, instead, include only the threadedportion 306.

It should also be noted that in various embodiments, the grommet can beseparately provided and attached directly to a planar panel or componentby a user (e.g., child, adult, etc.). For example, the grommet caninclude a snap fit attachment that allows a user to easily position itwithin a hole in the planar panel and affix it with the hole in theplaner panel. In various embodiments a hole-punch tool can be included.The hole-punch tool includes a tip or other component that allows a userto easily and selectively punch holes in planar panels at the desiredpoint. As a non-limiting example, the hole-punch tool can be an enlargedhole punch (similar to a conventional paper hole punch) that allows auser to grasp the handles and punch holes in planar panels that aresufficiently large enough to accommodate a grommet and/or connector(e.g., one inch diameter, or any other size as appropriate to theassociated connector and/or grommet). Thus, in this aspect, the user canuse any cardboard box or planar panel that they may already have intheir position, such as old shipping boxes, etc. Once a hole is punchedin the planar panel, the user can then use the connectors 300 to easilyconnect a plurality of such components to form a box structure asdescribed herein.

Although depicted as only connecting two grommets 700 and 704, it shouldbe understood that the connector 300 can be formed of any desired lengthto penetrate through the relative items and connect any number ofgrommets, components, and/or accessories (such as two, three, four, etc.box components and/or accessories). For example and as shown in FIG. 8,the connector 300 can be positioned through a hole formed in a 800cardboard sheet (planar panel), and then through a first grommet 700(and its corresponding cardboard sheet or planar panel) and a secondgrommet 704 (and its corresponding cardboard sheet or planar panel).Thus, it should be understood that the connector 300 can be used toconnect items having grommets (e.g., first grommet and second grommet704) and those without grommets (e.g., cardboard sheet 800), or anycombination thereof.

As another non-limiting example and as shown in FIGS. 9A through 9C, athird grommet 900 can be engaged with and also secured if said grommetis orientated and positioned correctly in relation to the first grommet700 and second grommet 704. The third grommet 900 will move along thescrew of the connector 300 when the connector 300 is turned, but willremain somewhat loosely sitting on the screw thread, maintaining thesame distance away from the second grommet 704 that it had at the pointof screw engagement. Thus, and as can be appreciated by those skilled inthe art, the grommets and connector 300 can be used to selectivelyattach any number of material (e.g., cardboard, plastic) layers with oneanother, depending on the configuration and length of the associatedconnector 300. For example, a fourth, fifth, or more grommets can beconnected using the connector 300 as desired.

For example, while two grommets 700 and 704 and a connector 300 can beused to connect two box structure components and form a play boxstructure, the third grommet 900 or any other grommet (including thefirst two grommets) can be used to connect with other box structurecomponents or, in various embodiments, add accessories or other items tothe play box structure, such as decorative or thematic treatments (e.g.,decorative panel, cardboard mailbox, cardboard flowers or trees, etc.).Thus, the play box structure is formed to not only allow for customizedconfigurations, it can also be customized regarding thematic changes andcharacters.

For example and as shown in FIG. 9E, decorative panels 902 can beincluded. The decorative panels 902 are in essence, an accessory (asreferenced above) that can be selectively added to customize thematicelements. The decorative panels 902 are formed of any suitable materialand of any suitable size that allow them to be affixed with the boxstructure components. As a non-limiting example, the decorative panels902 are made of cardboard or plastic panels and formed of a size suchthat they cover the doorway (depicted as element 200 in FIG. 2B) andhave grommets or holes that align with the grommets surrounding suchdoorways (depicted as element 208 in FIG. 2C) The decorative panels 902can be bare or, in a desired embodiment, can include a decorativeelement 904 (e.g., thematic artwork) that provides thematic elements tothe box structure.

For example and as shown in FIGS. 9F through 9I, a plurality ofdecorative panels 902 can be affixed with the various box structurecomponents (e.g., satellite bases 100). Each of the decorative panels902 include a decorative element 904 that may be different, the same, orcoordinated thematically with one another. As a non-limiting example,FIGS. 9F and 9G include decorative panels 902 with decorative elementsthat include artwork as related to a spaceship, while FIGS. 9H and 9Iinclude decorative panels 902 with decorative elements that includeartwork as related to a castle. Thus, the user can selectively build thecollective box structure play platform in the desired shape and then addthe desired decorative panels 902 to provide a desired theme. In anotheraspect, the children can draw on the panels 902 and replace them tostart again with new blank slates.

As can be appreciated by those skilled in the art, the decorative panels902 operate as replaceable “skins” that the user can easily replace. Assuch, the structures will include systems to place and remove charactersand accessories with easy up and down features. For example, thedecorative panels can be attached via the connector 300 and grommets, orwith Velcro, clips, pegs, or using any other mechanism or technique.Other featured items include arts and crafts, props and themedcharacters. Other non-limiting examples of accessories that can beselectively affixed with the box structure include flags, draw bridges,torches, white boards, black boards, turrets, etc.

(2) Content

In various embodiments, the invention uniquely combines research-basednon-digital and digital play and learning pedagogies and techniques suchas the Socratic method, problem-based learning, story writing andtelling, inquiry based learning, role playing, games, active learning,the whole child approach and digital learning, games, projects andawards with the features and benefits specific to cardboard box play. Asa non-limiting example, a story of a prince and princess in a castle canbe included with the invention, with the story depicting a castlestructure that can be built with the various cardboard box structurecomponents, characters and accessories. The story also engages thechildren in extended creative play involving characters they createalong with those provided and many playful tasks, games and adventuresto be imagined and accomplished within the world created by thechildren, all with targeted skills learning wrapped in really fun play.

An optional research-based and designed guided play curriculum can beoffered that encourages the development of important skills, such asexecutive function, socialization, science, technology, engineering andmath and 21^(st) Century skills such as imagination, creativity, problemsolving, critical thinking, collaboration, working alone and together. Alearning system continuum will evolve as children develop, providing ageand developmentally appropriate learning activities and artifacts forchildren from ages 2 to 10 (or any other suitable age as appropriate).

A non-limiting example of such a learning model that can be incorporatedinto the present invention is as follows:

-   -   a. Creative and Imaginative Play, problem-based learning, two to        three children aged two to five, provides:        -   i. Targeted Learning Outcome: Collaborative Play and Problem            Solving        -   ii. A printed Story Starter or Adventure Guide is provided            that helps gently guide the children using proven play and            learning technologies most appropriate for the play session            and children's ages at hand.        -   iii. Children's self-determination will be encouraged within            minimum structure to encourage creativity, imagination and            learning.        -   iv. Children will be encouraged to bring their parents into            the loop as decisions are made and milestones encouraged by            the story are achieved.    -   b. Provided below is one example of how such a model can be        implemented:        -   i. Children are presented an undecorated cardboard structure            with three corner boxes (i.e., satellite base boxes and            lids) and two connecting tunnels that create a courtyard.        -   ii. The children are encouraged to imagine play structure as            their own magical and imaginary world and to decide what it            will be, a castle, fort or princess cottage for example.        -   iii. The children are encouraged to decide, among            themselves, and designate what the boxes in the structure            are to be within the theme, king's castle, princess tower or            dungeon.        -   iv. The children will be encouraged to decide, among            themselves, to pick one of the structures they all will            decorate, and others they will decorate individually.        -   v. An accessories kit can be optionally included that            includes items and materials to help effect a particular            theme or Adventure.        -   vi. Children will be encouraged to use the thematic            decorative panels or bring items from their home into their            boxes to add to the fun and to describe why they wanted            their items to the other children, parents or child care            professionals.        -   vii. Once decorated and the children have moved in, an            Adventure Guide or other story or task material (as printed            or provided online as one or more stories or content) will            pose some tasks or problems that must be solved within the            imaginary world that requires each of the children to work            together to come up with solutions. The Adventure Guide, for            example, does not tell a whole story and, instead,            stimulates children to create their own stories and            adventures through self-directed play, task, prompts,            problems, etc.        -   viii. Task opportunities are endless, parents could suggest            or they might be having a party, inviting friends to attend,            hosting a big dance, or a holiday parade. The system can            also include other task opportunities, such as inquiring            about an animal parade and how that can be accomplished.            Tasks would be theme specific and with targeted skills            learning duties within the task can be divided, such as who            is going to do what that leads to team success. This            provides for collaborative play, learning, and fun.

(3) Technology

In various embodiments, the invention also includes Internet technologyapplications, including, for example, electronic mobile applications (asone might download onto a phone or tablet computer) that provideenhanced features and/or enable children and parents to personalize andcustomize their play structure experiences. As a non-limiting example,the website or mobile application can include structure layout,customized characters, accessories, themes, stories and gamesthemselves. As a non-limiting example and coordinated with the princeand princess example above, the website or mobile application caninclude animated images and stories as related to the prince andprincess, along with instructions on how to assemble the depicted castlewith the various cardboard box structures. An augmented reality aspectcan also be added to the application, such that as the user moves themobile device around, animated characters or other items may be added tothe screen as it displays various portions of the play box structure.

Technology applications will also enable parents to access teachingguides, tips and focused child development information. As anon-limiting example and coordinated with the prince and princessexample above, the website or mobile application may include historicalinformation regarding medieval times and a story regarding a particularprince or princess, along with example etiquette and manners that aprince or princess may be required to maintain.

Further technology applications will include the ability for children totake pictures of their accomplishments and to post those pictures ontheir personal portal, share them with friends, or to enter contests.Children may also be able to earn ‘reward points’ that can be used tobuy additional characters or to upgrade and enlarge the platform. Mobileapplications, integrated within the experience, offers digital themes,games, stories and content along with personalization and customizationoptions and support for non-digital play and learning.

The technology applications and other Internet or digital aspects asdescribed herein typically include three “principal” aspects. The firstis a system for providing an online learning and play platform. Thesystem is typically in the form of a computer system operating softwareor in the form of a “hard-coded” instruction set. This system may beincorporated into a wide variety of devices that provide differentfunctionalities. The second principal aspect is a method, typically inthe form of software, operated using a data processing system(computer). The third principal aspect is a computer program product.The computer program product generally represents computer-readableinstructions stored on a non-transitory computer-readable medium, e.g.,an Internet accessible server, a compact disc (CD) or digital versatiledisc (DVD), or a magnetic storage device such as a floppy disk ormagnetic tape. Other, non-limiting examples of computer-readable mediainclude hard disks, read-only memory (ROM), and flash-type memories. Invarious embodiments, such computer-readable instructions can downloadedthrough the Internet, for example, from an Internet accessible serverinto a mobile phone or tablet computer. These aspects will be describedin more detail below.

A block diagram depicting an example of a system (i.e., computer system1000) of the present invention is provided in FIG. 10. The computersystem 1000 is configured to perform calculations, processes,operations, and/or functions associated with a program or algorithm. Inone aspect, certain processes and steps discussed herein are realized asa series of instructions (e.g., software program) that reside withincomputer readable memory units and are executed by one or moreprocessors of the computer system 1000. When executed, the instructionscause the computer system 1000 to perform specific actions and exhibitspecific behavior, such as described herein.

The computer system 1000 may include an address/data bus 1002 that isconfigured to communicate information. Additionally, one or more dataprocessing units, such as a processor 1004 (or processors), are coupledwith the address/data bus 1002. The processor 1004 is configured toprocess information and instructions. In an aspect, the processor 1004is a microprocessor. Alternatively, the processor 1004 may be adifferent type of processor such as a parallel processor,application-specific integrated circuit (ASIC), programmable logic array(PLA), complex programmable logic device (CPLD), or a field programmablegate array (FPGA).

The computer system 1000 is configured to utilize one or more datastorage units. The computer system 1000 may include a volatile memoryunit 1006 (e.g., random access memory (“RAM”), static RAM, dynamic RAM,etc.) coupled with the address/data bus 1002, wherein a volatile memoryunit 1006 is configured to store information and instructions for theprocessor 1004. The computer system 1000 further may include anon-volatile memory unit 1008 (e.g., read-only memory (“ROM”),programmable ROM (“PROM”), erasable programmable ROM (“EPROM”),electrically erasable programmable ROM “EEPROM”), flash memory, etc.)coupled with the address/data bus 1002, wherein the non-volatile memoryunit 1008 is configured to store static information and instructions forthe processor 1004. Alternatively, the computer system 1000 may executeinstructions retrieved from an online data storage unit such as in“Cloud” computing. In an aspect, the computer system 1000 also mayinclude one or more interfaces, such as an interface 100100, coupledwith the address/data bus 1002. The one or more interfaces areconfigured to enable the computer system 1000 to interface with otherelectronic devices and computer systems. The communication interfacesimplemented by the one or more interfaces may include wireline (e.g.,serial cables, modems, network adaptors, etc.) and/or wireless (e.g.,wireless modems, wireless network adaptors, etc.) communicationtechnology.

In one aspect, the computer system 1000 may include an input device 1012coupled with the address/data bus 1002, wherein the input device 1012 isconfigured to communicate information and command selections to theprocessor 1000. In accordance with one aspect, the input device 1012 isan alphanumeric input device, such as a keyboard, that may includealphanumeric and/or function keys. Alternatively, the input device 1012may be an input device other than an alphanumeric input device. In anaspect, the computer system 1000 may include a cursor control device1014 coupled with the address/data bus 1002, wherein the cursor controldevice 1014 is configured to communicate user input information and/orcommand selections to the processor 1000. In an aspect, the cursorcontrol device 1014 is implemented using a device such as a mouse, atrack-ball, a track-pad, an optical tracking device, or a touch screen.The foregoing notwithstanding, in an aspect, the cursor control device1014 is directed and/or activated via input from the input device 1012,such as in response to the use of special keys and key sequence commandsassociated with the input device 1012. In an alternative aspect, thecursor control device 1014 is configured to be directed or guided byvoice commands.

In an aspect, the computer system 1000 further may include one or moreoptional computer usable data storage devices, such as a storage device1016, coupled with the address/data bus 1002. The storage device 1016 isconfigured to store information and/or computer executable instructions.In one aspect, the storage device 1016 is a storage device such as amagnetic or optical disk drive (e.g., hard disk drive (“HDD”), floppydiskette, compact disk read only memory (“CD-ROM”), digital versatiledisk (“DVD”)). Pursuant to one aspect, a display device 1018 is coupledwith the address/data bus 1002, wherein the display device 1018 isconfigured to display video and/or graphics. In an aspect, the displaydevice 1018 may include a cathode ray tube (“CRT”), liquid crystaldisplay (“LCD”), field emission display (“FED”), plasma display, or anyother display device suitable for displaying video and/or graphic imagesand alphanumeric characters recognizable to a user.

The computer system 1000 presented herein is an example computingenvironment in accordance with an aspect. However, the non-limitingexample of the computer system 1000 is not strictly limited to being acomputer system. For example, an aspect provides that the computersystem 1000 represents a type of data processing analysis that may beused in accordance with various aspects described herein. Moreover,other computing systems may also be implemented. Indeed, the spirit andscope of the present technology is not limited to any single dataprocessing environment. Thus, in an aspect, one or more operations ofvarious aspects of the present technology are controlled or implementedusing computer-executable instructions, such as program modules, beingexecuted by a computer. In one implementation, such program modulesinclude routines, programs, objects, components and/or data structuresthat are configured to perform particular tasks or implement particularabstract data types. In addition, an aspect provides that one or moreaspects of the present technology are implemented by utilizing one ormore distributed computing environments, such as where tasks areperformed by remote processing devices that are linked through acommunications network, or such as where various program modules arelocated in both local and remote computer-storage media includingmemory-storage devices.

An illustrative diagram of a computer program product (i.e., storagedevice) embodying the present invention is depicted in FIG. 11. Thecomputer program product is depicted as floppy disk 1100 or an opticaldisk 1102 such as a CD or DVD. However, as mentioned previously, thecomputer program product generally represents computer-readableinstructions stored on any compatible non-transitory computer-readablemedium. For example, the instructions can be stored on an Internetaccessible server and may be downloaded onto a mobile phone or tabletcomputer as a mobile application. The term “instructions” as used withrespect to this invention generally indicates a set of operations to beperformed on a computer, and may represent pieces of a whole program orindividual, separable, software modules. Non-limiting examplesof“instruction” include computer program code (source or object code)and “hard-coded” electronics (i.e. computer operations coded into acomputer chip). The “instruction” is stored on any non-transitorycomputer-readable medium, such as in the memory of a computer or on afloppy disk, a CD-ROM, and a flash drive. In either event, theinstructions are encoded on a non-transitory computer-readable medium.

(4) Community

The invention also includes communities, both virtual and real, thatconnect the platform, users, child development and play experts, andothers around the world together to share their experiences and ideas,resources and fun with the play and learning platform. As a non-limitingexample and as coordinated with the prince and princess example above,the mobile application allows users to upload images of their assembledcastle and various modifications to it and/or comments about theirexperience in assembling and playing with the castle. The community willalso be an important venue for parents, children, teachers and others toshare their love and joy for the platform while encouraging others topurchase the invention. Further, the company will use the community toconstantly gather user feedback and ideas that will be used to designfuture structures, characters, accessories, content and otherdifferentiated features.

In another aspect, the play and learning platform will also offer anexpansive range of “outside the box” cardboard centric play and learningsolutions that shares all the features of the “in the box” ecosystem.For example, using materials such as sheets and other boxes from aroundthe house, children will be able to significantly enhance the design andfunctionality of their cardboard box system. For example, children caneasily use the hole-punch tool as referenced above to form holes insheets or boxes around their house and add to the resulting play boxstructure.

In another aspect, the product line will offer a continuum of allplatform components that are developmentally appropriate for childrenaged two to ten (or any other suitable age). Users may opt into theproduct line at any age but can also use the personalized platform as acontinuous learning and play solution for children as they grow throughadolescence.

The invention can include a wide ranging curriculum of personalized playand learning solutions ranging from free play to guided play designed toencourage targeted skill development in children aged two to ten.Research and design-based play and learning models can be developed formultiple approaches to play including free play, problem-based learning,inquiry-based learning, role play, games, designing and building itemsand structures.

Another non-limiting example of such a learning model that can beincorporated into the present invention is as follows:

-   -   a. Children and parents can visit a company website to select        the size and shapes of the boxes they want for themselves. They        can also select the themes, characters and features that suit        them best.    -   b. Children and parents will be able to view examples posted by        others in the company or product community to spark their own        imagination.    -   c. In addition to choosing characters and features from the        company online catalogue, children may choose to draw their own        custom characters that could be provided as part of their        solution.    -   d. Children also will be able to choose “write your own story”        options that will be supported with characters and features        either from the company catalogue or created as custom hard copy        and/or digital versions. In this aspect, the children can simply        type their story into the system or select from a variety of        options as the story progresses, similar to a Choose Your Own        Adventure book.    -   e. Children and parents will be able to choose the degree of        mobile and other technology they want to access ranging from        non-digital to highly digitally involved.

The play and learning platform can be implemented to allow for updatingcontent, applications and physical components as additional options (viaeither the website, appstore, software application, storefront, etc.).For example, new chapters in stories, games or problem solving tasks canbe updated, sold, and/or downloaded that builds on earlier experiences.Additional updatable features include seasonal solutions or topicalitems in the news, or new animals to learn about in a museum series. Forexample, an updatable mobile application is included that provides asubscription service with relevant updates. Other features includerewards (e.g., points that can be used for purchase of additional items)for completion of earlier tasks or activities the children strive forand earn. Thus, in some aspects, the play and learning platform is farmore than a single purchase, it is an ever evolving play and learningecosystem. It should also be understood that all of these features canbe provided as physical items or online via the software application orwebsite.

1. A personalized play and learning platform, comprising: one or morebox structure components, the box structure components formed to beconnected with one another to form a personalized play box structure. 2.The personalized play and learning platform as set forth in claim 1,further comprising a plurality of grommets.
 3. The personalized play andlearning platform as set forth in claim 2, wherein the plurality ofgrommets are connected with the box structure components.
 4. Thepersonalized play and learning platform as set forth in claim 3, furthercomprising a plurality of connectors, the connectors being formed toengage with and connect a plurality of grommets with one another toconnect two or more box structure components with one another and form aplay box structure.
 5. The personalized play and learning platform asset forth in claim 4, wherein the connectors include a retaining handlehaving a threaded portion extending therefrom.
 6. The personalized playand learning platform as set forth in claim 5, wherein the connectorsinclude a threadless portion, such that the threadless portion residesbetween the retaining handle and the threaded portion.
 7. Thepersonalized play and learning platform as set forth in claim 6, whereinthe box structure components are formed of folding planar materials thatcan be folded into a substantially flat form.
 8. The personalized playand learning platform as set forth in claim 7, wherein the box structurecomponents include one or more of a satellite base, a tunnel, or a lid.9. The personalized play and learning platform as set forth in claim 8,wherein the satellite base includes a floor surrounded by four walls,with at least one of the walls having a doorway cut therethough.
 10. Thepersonalized play and learning platform as set forth in claim 9, whereina plurality of holes or grommets are positioned through the planarmaterial forming the satellite base such that they surround the doorway.11. The personalized play and learning platform as set forth in claim10, wherein the tunnel includes a passageway straddled by two openings,wherein the openings include one or more tabs that protrude away fromthe tunnel, the tabs having a plurality of holes or grommets, such thatthe plurality of holes or grommets on the tabs are positioned to alignwith the plurality of holes or grommets that surround the doorway. 12.The personalized play and learning platform as set forth in claim 11,further comprising a set of decorative panels, the decorative panelshaving decorative elements such that the set of decorative panelscollectively forms a theme.
 13. The personalized play and learningplatform as set forth in claim 12, wherein each of the decorative panelsis formed to have a plurality of holes or grommets that are positionedto align with the plurality of holes or grommets that surround thedoorway.
 14. The personalized play and learning platform as set forth inclaim 13, further comprising a software application, the softwareapplication having executable instructions encoded on a non-transitorycomputer readable medium, such that upon execution of the instructions,one or more processors performs operations of: providing one or morestories as related to a particular theme and box structureconfiguration; and providing instructions on how to connect a pluralityof box structure components to form a personalized play box structurethat is coordinated with the theme and the box structure configuration.15. The personalized play and learning platform as set forth in claim14, further comprising printed material, the printed materialcomprising: one or more stories as related to a particular theme and boxstructure configuration; and instructions on how to connect a pluralityof box structure components to form a personalized play box structurethat is coordinated with the theme and the box structure configuration.16. The personalized play and learning platform as set forth in claim 1,further comprising a plurality of connectors, the connectors beingformed to engage with and connect two or more box structure componentswith one another and form a play box structure.
 17. The personalizedplay and learning platform as set forth in claim 15, wherein theconnectors include a retaining handle having a threaded portionextending therefrom.
 18. The personalized play and learning platform asset forth in claim 16, wherein the connectors include a threadlessportion, such that the threadless portion resides between the retaininghandle and the threaded portion.
 19. The personalized play and learningplatform as set forth in claim 1, wherein the box structure componentsare formed of folding planar materials that can be folded into asubstantially flat form.
 20. The personalized play and learning platformas set forth in claim 1, wherein the box structure components includeone or more of a satellite base, a tunnel, or a lid.
 21. Thepersonalized play and learning platform as set forth in claim 19,wherein the satellite base includes a floor surrounded by four walls,with at least one of the walls having a doorway cut therethrough. 22.The personalized play and learning platform as set forth in claim 20,wherein a plurality of holes or grommets are positioned through theplanar material forming the satellite base such that they surround thedoorway.
 23. The personalized play and learning platform as set forth inclaim 19, wherein the tunnel includes a passageway straddled by twoopenings, wherein the openings include one or more tabs that protrudeaway from the tunnel, the tabs having a plurality of holes or grommets,such that the plurality of holes or grommets on the tabs are positionedto align with the plurality of holes or grommets on other box structurecomponents.
 24. The personalized play and learning platform as set forthin claim 1, further comprising a set of decorative panels, thedecorative panels having decorative elements such that the set ofdecorative panels collectively forms a theme.
 25. The personalized playand learning platform as set forth in claim 23, wherein each of thedecorative panels is formed to have a plurality of holes or grommetsthat are positioned to align with the plurality of holes on other boxstructure components.
 26. The personalized play and learning platform asset forth in claim 1, further comprising a software application, thesoftware application having executable instructions encoded on anon-transitory computer readable medium, such that upon execution of theinstructions, one or more processors performs operations of: providingone or more stories as related to a particular theme and box structureconfiguration; and providing instructions on how to connect a pluralityof box structure components to form a personalized play box structurethat is coordinated with the theme and the box structure configuration.27. he personalized play and learning platform as set forth in claim 1,further comprising printed material, the printed material comprising:one or more stories as related to a particular theme and box structureconfiguration; and instructions on how to connect a plurality of boxstructure components to form a personalized play box structure that iscoordinated with the theme and the box structure configuration.
 28. Aconnector system for connecting a plurality of play structures with oneanother, comprising: a grommet, the grommet being formed to residewithin a pre-punched hole formed in sheet of material and sandwich thesheet of material within the grommet; and a connector for passingthrough the grommet and connecting a plurality of grommets with oneanother, thereby connecting a plurality of sheets of material with oneanother.
 29. A personalized play and learning platform, comprising: oneor more processors and a software application, the software applicationhaving executable instructions encoded on a non-transitory computerreadable medium, such that upon execution of the instructions, the oneor more processors performs operations of: providing one or more storiesas related to a particular theme and box structure configuration; andproviding instructions on how to connect a plurality of box structurecomponents to form a personalized play box structure that is coordinatedwith the theme and the box structure configuration.